
06317200
j
2014d.00985
Cho, Yeong Ju
Kim, Kyung Mi
Whang, Woo Hyung
A qualitative analysis of students' factorization of $x^n1$ using a CAS application.
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 52, No. 3, 271301 (2013).
2013
Korean Society of Mathematical Education (KSME), Seoul
KO
U74
H24
computer algebra system
CAS application
tasktechnique theorization
Summary: The purpose of the study was to investigate how students generalize and prove the factoring of $x^n1$ using a computer algebra system (CAS) application and the role of a CAS in this process. The theoretical framework consists of the anthropological and the instrumental approach. In particular, the basis of the tasktechnique theorization frame adapted from Chevallard's anthropological approach of didactics is utilized. We found that technique theorization emerges in mutual interaction between paperandpencil techniques and computer algebra techniques. And this interaction led to the students' theoretical reflection and conceptual understanding. In this process, we could identify three epistemic roles of a CAS: the role of checking the result, the role of cognitive stimulation and the role of extending thinking. Therefore a CAS plays on a epistemic role of checking the result of a task, stimulating the student' cognition and extending their thinking as well as pragmatic role of producing the result of a input.